Role Of Community Colleges Research Articles

Access, Equity, and Community Colleges: The Truman Commission and Federal Higher Education Policy from 1947 to 2011

The 1947 President's Commission on Higher Education offers insight into higher education policy in the United States. This article reviews and assesses the adoption of its policy recommendations in two key areas: 1) improving college access and equity and 2) expanding the role of community colleges.

Booth, A., Brown, S. L., Landale, N. S., Manning, W. D., McHale, S. M. (eds): Early Adulthood in a Family Context

Family formation is increasingly delayed in the contemporary developed world. A few decades ago, young adulthood (age 18–24) was a period of family formation. Nowadays, the usual steps of entry into adulthood—marriage, childbearing—come much later in the life-course. The age 18–24 is no longer a time of making commitments. In 2000, the psychologist Jeffrey Arnett used the term “emerging adulthood” to describe this life stage, emphasizing its new nature. The aim of the edited volume “Early adulthood in a family context” is to improve our knowledge about it. The book is based on papers presented at the 18th Annual Symposium on Family Issues in October 2011. It has an interesting construction. The five parts of the book represent the five thematic sessions at the symposium. As for the first four parts of the volume, each of them consists of one leading chapter and a few shorter ones. While the leading chapter is always the most extensive, the shorter contributions complement it with additional analyses, overviews of research findings, or methodological comments. As a result, each part of the book is a coherent piece and with each chapter the reader gets a wider or more detailed picture of the discussed topic. It is like witnessing an experts’ discussion in given field. The first part, “The contemporary context of young adulthood”, and especially the first chapter by Settersten Jr., set the stage for the whole book. Settersten describes key demographic shifts in the transition to adulthood in contemporary USA and discusses the challenges posed by them to young people and their families of origin. He also comments on what can make youth’s transition to adulthood easier: individual skills and capacities, family support as well as institutional context. The other authors take it from there. The remaining chapters in the first section bring more insights on the challenges of “emerging adulthood” and on how successful transition to adulthood can be facilitated. The second part of the volume, with the leading paper by Fingerman and colleagues, continues on this topic by looking at the role of parent–child relationships. The authors in this section present a rich picture of relationships between young adults and their parents and document patterns of parental support—material, practical, and emotional. They also look at how this support is important for entry into adulthood by analyzing the long-term consequences on children’s wellbeing and achievements in later life. The third part of the book (built around the chapter by Giordano and colleagues) addresses the issues of romantic and sexual relationships in young adulthood. If young people form their families later, do they also enter stable relationships later? The authors present how the nature of romantic relationships changes from adolescence to young adulthood. Sexual encounters of young people are also explored. Finally, the fourth section investigates experiences of those who become parents during young adulthood. As the leading chapter in this section (by Edin and Tach) shows, in the USA “most of the young adults who become parents do so in the context of a non-marital relationship”. Therefore, this section touches on the topics of young fragile families (unmarried parents) that often struggle with economic hardship. The last, fifth section, consists of two summarizing chapters. The first one (by Arnett) provides a neat summary of why it is important to study “emerging adulthood”. The second (by Hardie and Stanik) is an extended review of what the book teaches us on the role of family context in early adulthood. Geographically, all the researches presented in the volume are based in the USA. But even though some aspects of the discussed issues are country specific (e.g., the role of community colleges in facilitating the transition to adulthood), the issues themselves are definitely universal. A European reader will easily be able to see many parallels with the youth situation in his or her home country. Of course, we may ask or even doubt, whether the “emerging adulthood” is the same in USA and Europe. But would not that be a very interesting research question to address in future research? The authors use a variety of datasets and research methods to paint a comprehensive picture of “emerging adulthood” in contemporary USA. The book offers valuable insight into how adolescents become adults and into how family is crucial in this process. It is less about demographic rates and more about describing challenges that young people face and support they receive (or expect to receive). So why is it important for demographers? If we understand how young people experience entry into adulthood, we will understand their choices in later life much better. Therefore, studies on “emerging adulthood” may inform and enlighten our thinking not only about youth transition to adulthood, but also about fertility and family dynamics.

A Realistic Look at STEM and the Role of Community Colleges

American policy makers, educators, and others are concerned that predicted workforce shortages in science, technology, engineering, and mathematics (STEM) fields will have a catastrophic impact on the economy. This article takes a realistic look at the “STEM problem,” identifying how community colleges can be a part of the solution. We provide evidence that shortages in STEM workers vary by geographic locale. Furthermore, STEM achievement is not consistent across ethnic groups or between men and women. These gaps may be due to unequal access to STEM degree programs and the shortage of quality STEM teachers.

The role of community colleges in educating women in science and engineering

AbstractThis chapter discusses the role of community colleges in educating the next generation of women in science, technology, engineering, and mathematics (STEM). Implications for policy and practice are offered, based on the major findings from a mixed‐method study on the experiences of women in STEM who transferred to a four‐year college from the community college system.

Job Training in America

Training has long been of considerable interest to both policy makers and to researchers. This collection addresses future skill and competency demands and then takes up specific topics regarding program strategies and target groups. Each chapter is well done but the book invites larger questions about the nature of the American employment and training system. In answering this question, we need to go beyond the topics emphasized in the book because important issues, such as immigration or the role of community colleges, are given inadequate attention. In addition, although a major theme running throughout the book is the need for a more coherent and comprehensive system, the fact is that this complaint is very long-standing yet very little has happened in response. Why the U.S. system has its particular characteristics is a key question requiring deeper analysis.

Immigrants in Community Colleges

Immigrant youth and children of immigrants make up a large and increasing share of the nation's population, and over the next few decades they will constitute a significant portion of the U.S. workforce. Robert Teranishi, Carola Suárez-Orozco, and Marcelo Suárez-Orozco argue that increasing their educational attainment, economic productivity, and civic engagement should thus be a national priority. Community colleges offer one particularly important venue for achieving this objective. Because they are conveniently located, cost much less than four-year colleges, feature open admissions, and accommodate students who work or have family responsibilities, community colleges are well suited to meet the educational needs of immigrants who want to obtain an affordable postsecondary education, learn English-language skills, and prepare for the labor market. The authors explore how community colleges can serve immigrant students more effectively. Already, more immigrant students attend community colleges than any other type of post-secondary institution. But community colleges could attract even more immigrant students through outreach programs that help them to apply and to navigate the financial aid system. Federal reforms should also allow financial aid to cover tuition for English as a Second Language courses. Community colleges themselves could raise funds to provide scholarships for immigrants and undocumented students. Although there are many good ideas for interventions that can boost enrollment and improve the performance of immigrant students in community colleges, rigorous research on effective programs is scant. The research community and community colleges need to work together closely to evaluate these programs with a view toward what works and why. Without such research, policy makers will find it difficult to improve the role of community colleges in increasing the educational achievement of immigrant students.

Charting the pathways to STEM for latina/o students: The role of community colleges

AbstractWith the majority of Latinos attending community colleges, it is important to understand ways in which these institutions contribute to the production of Latina/o STEM degree holders. This chapter discusses implications from a study of institutional pathways traversed by Latina/o STEM baccalaureates.

The Important Role of Community Colleges in Undergraduate Biology Education

In 2007, the American Association for the Advancement of Science (AAAS) and the National Science Foundation (NSF) initiated a series of conversations with faculty members, administrators, and other stakeholders, seeking input on ways to improve undergraduate biology education to better prepare all students for the biology-related challenges of the twenty-first century (http://visionandchange.org/files/2010/03/VC-Prelimary-Reports-from-Conversations1.pdf). These were followed by a meeting (July 2009) to discuss the implications of information gathered during those conversations (http://visionandchange.org/files/2010/03/VC_report.pdf). Participants included faculty representing the diverse set of institutions that constitute higher education in this country: community colleges, four-year liberal arts institutions, state colleges and universities, and research-intensive universities. A document summarizing these findings is due to be released late this year or early in 2011. The deliberation and summation process emphasized the importance of community college contributions to undergraduate biology education and provided the impetus to undertake this article. As reported by President and CEO of the American Association of Community Colleges (AACC), George Boggs, “From relatively modest beginnings at the turn of the 20th century, community colleges now enroll 43% of all U.S. undergraduates” ( Boggs, 2010 ). This article is meant to: Help readers better understand the structure and mission of community colleges and their increasing importance in the higher education enterprise; Encourage greater cooperation between community colleges and other institutions of higher education and initiate dialogs among them to find ways of easing student transitions, and Increase awareness of funding opportunities to support innovative undergraduate biology educational approaches on community college campuses. COMMUNITY COLLEGES: INSTITUTIONS, FACULTY, AND STUDENTS Institutions There is a paucity of information concerning the teaching of biology at community colleges. This is not unexpected, considering that publication of scholarly work is not generally anticipated in the reward and/or tenure structure for community college faculty. Therefore, educational practices at these institutions are understudied when compared with their four-year college counterparts. The national picture for community colleges is also difficult to ascertain as these institutions are very diverse. For example, the foci of biology education on many community college campuses range from preparing students for transfer as majors to four-year institutions, to preparing students for careers in allied health positions, to preparing students for positions as technicians in areas such as biotechnology or environmental technology. Each community college responds individually to local needs. Local community response can differ substantially from campus to campus in community college systems. Community colleges typically offer programs leading to the associates of arts or sciences degree as well as a variety of vocational and technical programs offering both degrees and certificates not often found at a four-year school. These institutions also offer a wide range of continuing education courses, contract education courses that serve local industry, and community-focused activities. Some institutions have expanded their programs to include baccalaureates in applied fields, such as teacher education, and nursing ( Boggs, 2010 ), and some now offer postbaccalaureate programs such as certificates in biotechnology for students who already hold a four-year degree. Because these colleges are typically open-access and low cost they tend to serve a highly diverse cross-section of the population. Biology education at the community college is often divided into an “academic track” and a “workforce access track,” although there can be a great deal of overlap and synergy between the two. Faculty may teach courses that serve either the workforce or the academic programs. Not only is this an efficient use of staff, particularly in smaller institutions, but it also helps keep the entire life science–related faculty current with both industry practices and advances in the discipline.

Human Resource Development and Career and Technical Education in American Community Colleges

With their open access admission policies, low tuition costs, and convenient locations, community colleges are designed to make college accessible to all. They strive to meet three main goals. The first is to teach marketable vocational skills, the second is to provide the first two years of a four-year bachelor’s degree program, and the third is to provide continuing education and enrichment for community residents. This paper covers issues that are relevant to the community college mission of helping prepare a skilled workforce for jobs offering reasonable wages. After providing an overview about community colleges and their students, the paper discusses the types of remedial education programs that are most likely to provide the large number of underprepared students enrolled in community colleges with the skills to advance to college-level courses. It considers the growing phenomenon of dual enrollment that enables students to earn both high school and college credit for courses while still in high school. It addresses the ways that community colleges can support local labor markets and regional economic development and their efforts to build career pathways for workers. It describes the growing role of community colleges in online education, and it reviews the financing of community colleges. The paper also discusses issues related to community college persistence and completion, and it cites evidence of the market value of the education and credentials the colleges provide. Finally, it considers the usefulness of the American community college as a model for other countries seeking to develop institutions that serve similar functions. Address correspondence to: Thomas Bailey, Director Community College Research Center Teachers College, Columbia University 525 West 120 Street, Box 174 New York, NY 10027 Tel.: 212-678-3091 Email: tbailey@tc.edu Visit CCRC’s website at: http://ccrc.tc.columbia.edu

Community Colleges, Clusters, and Competition: A Case from Washington Wine Country

Velluzzi N. D. Community colleges, clusters, and competition: a case from Washington wine country, Regional Studies. This paper investigates the role of community colleges in shaping the competitiveness of industry clusters. The following analysis presents a case study on the role of the Walla Walla Community College Center for Enology and Viticulture (the Center) cluster-based economic development strategy. The case study examines the ways the Center – which is in Washington State – operates as an intermediary that influences both local labour supply and the social foundations underpinning the production system. Based on case study evidence, it is concluded that the Center's cluster strategy can be understood as a process of ‘institutional thickening’ that enhances the competitiveness and performance of the localized wine industry. Velluzzi N. D. Les centres universitaires, les regroupements et la concurrence: une étude de cas du paysage vinicole de Washington, Regional Studies. Cet article cherche à examiner le rôle des centres universitaires dans la compétitivité des regroupements industriels. L'analyse présente une étude de cas du rôle de la stratégie du Centre d'oenologie et de viticulture à Walla Walla en faveur du développement économique basé sur la notion de regroupement. L'étude de cas examine la manière dont le Centre – situé dans l'état de Washington – fonctionne en tant qu'un intermédiaire qui influe à la fois sur l'offre d'emploi locale et les fondements sociaux qui étayent le système de production. A partir des preuves provenant de l'étude de cas, on conclut que la stratégie du Centre peut être considérée un processus ‘d’épaississement institutionnel' qui augmente la compétitivité et la performance de l'industrie vinicole locale. Centre universitaire Développement économique régional Regroupements Industrie vinicole Walla Walla (Etat de Washington) Velluzzi N. D. Staatliche Hochschulen, Cluster und Wettbewerb: eine Fallstudie aus dem Weinland von Washington, Regional Studies. In diesem Beitrag untersuchen wir die Rolle von staatlichen Hochschulen für die Wettbewerbsfähigkeit von Branchenclustern. In der folgenden Analyse wird eine Fallstudie über die Rolle des Walla Walla Community College Center für Önologie und Vitikultur (des Zentrums) für eine clusterbasierte Wirtschaftsentwicklungsstrategie vorgestellt. In der Fallstudie wird untersucht, wie das im Staat Washington gelegene Zentrum als Vermittler wirkt und sich sowohl auf das Arbeitskräfteangebot vor Ort als auch auf die gesellschaftlichen Grundlagen des Produktionssystems auswirkt. Anhand der Belege der Fallstudie wird der Schluss gezogen, dass sich die Cluster-Strategie des Zentrums als Prozess der ‘institutionellen Verdichtung’ verstehen lässt, mit dem die Wettbewerbsfähigkeit und Leistung der lokalen Weinindustrie verbessert werden. Staatliche Hochschule Regionale Wirtschaftsentwicklung Cluster Weinindustrie Walla Walla (Staat Washington) Velluzzi N. D. Universidades públicas, aglomeraciones y competición: el caso de las regiones vinícolas en Washington, Regional Studies. En este artículo se investiga qué papel desempeñan las universidades públicas a la hora de modelar la competitividad de las aglomeraciones de la industria. En el siguiente análisis se muestra un estudio de caso en cuanto al papel que desempeña el Centro Walla Walla de la Universidad Pública de Enología y Viticultura (el Centro) en la estrategia de desarrollo económico basada en las aglomeraciones. En este estudio de caso examino de qué modo el Centro – situado en el Estado de Washington – funciona como un intermediario que influye tanto en el suministro laboral a nivel local como en las bases sociales que apoyan el sistema de producción. Basándome en el ejemplo de un estudio de caso, llego a la conclusión de que la estrategia de aglomeración del Centro puede entenderse como un proceso de ‘concentración institucional’ que mejora la competitividad y el rendimiento de la industria vinícola localizada. Universidad pública Desarrollo económico regional Aglomeraciones Industria vinícola Walla Walla (Estado de Washington)

ROLE OF COMMUNITY COLLEGES IN STEM EDUCATION: THOUGHTS ON IMPLICATIONS FOR POLICY, PRACTICE, AND FUTURE RESEARCH

As a concluding essay, the authors examine the common threads of this special issue as they pertain to future research, practice, and policy decisions about the role of community colleges in STEM educa-tion. Specifically, the authors discuss the ways in which current practices were measured and ana-lyzed. As policy makers and stakeholders in education continue to raise expectations for community colleges to play a critical role in STEM education, the authors provide innovative research approaches and implications for all educational sectors to shape institutional and state policy issues.

Community Colleges and Economic Mobility

This paper examines the role of community colleges in the U.S. higher education system and their advantages and shortcomings. In particular, it discusses the population of community college students and economic returns to community college education for various demographic groups. It offers new evidence on the returns to an associate's degree. Furthermore, the paper uses data from the National Survey of College Graduates to compare educational objectives, progress, and labor market outcomes of individuals who start their postsecondary education at community colleges with those who start at four-year colleges. Particular attention is paid to the Federal Reserve's Eighth District, the geographic area served by the Federal Reserve Bank of St. Louis.

America's Secret Educational Weapon: Community Colleges

THE U.S. has a powerful weapon in its educational arsenal: its community colleges. Yet these institutions are so often overlooked in discussions of the future of U.S. society and the U.S. work force that they might as well be deemed top secret. But consider some basic facts. More than 1,200 community colleges enroll some 47% of all undergraduates. Put another way, each year community colleges enroll 6.5 million students in credit courses and another 5 million in valuable noncredit learning experiences. Nearly half of all baccalaureate degree recipients in the U.S. first attended a community college. And yet, despite these extremely large numbers, many leaders and faculty members at four-year colleges and universities and many secondary school counselors engage in a subtle put-down of community colleges. A patronizing attitude is all too common in the view that these institutions are fine for less talented or less well-off individuals, who deserve some educational opportunity even if it is at a community college. Such schools may be useful institutions, but many in higher education, to put it bluntly, view them as second rate. To those who, perhaps unintentionally and without malice, exhibit these attitudes, I say, think again. In the highly economically competitive 21st century, the U.S. needs to be fully armed educationally. And to be so armed, all parts of the system are essential. Without strong and educationally challenging elementary and secondary schools and without strong collegiate education--both two- and four-year--America will not compete successfully in this new century. The outdated misconceptions about community colleges are confronted forthrightly in the recently released report from the College Board, Winning the Skills Race and Strengthening America's Middle Class: An Action Agenda for Community Colleges. (1) The opening words come directly to the point: American community colleges are the nation's overlooked asset. As the United States confronts the challenges of globalization, two-year institutions are indispensable to the American future. They are the Ellis Island of American higher education, the crossroads at which K-12 education meets colleges and universities, and the institutions that give many students the tools to navigate the modern world. Moreover, the report continues to cite numbers that might strike some as startlingly large. Community colleges produce nearly 80% of first responders in the United States (police officers, firefighters, and emergency medical technicians). They produce more than half of the new nurses and health-care workers in the nation each year, and they award more than 800,000 associate degrees and certificates each year. But of course the role of community colleges is far broader than the preparation of police officers or nurses. Indeed, America needs all the skills that it can mobilize in its work force, from savvy businesspeople, to first-rate researchers, to committed professionals in countless fields, including great teachers in our elementary and secondary schools. And here again, community colleges play an important role. More than 50% of teachers have attended a community college for part of their education, and community college and associate degree programs are an essential part of the pipeline that feeds the teacher education programs of the nation's four-year colleges and universities. Community colleges also offer professional development programs to pre-K-12 teachers in such vital fields as math, science, English as a second language, and special education. And in many states they offer an alternative path to certification. Consider the example of just one state. In Maryland, community colleges have taken on a growing role in teacher education. In recent years, Prince George's Community College expanded its teacher education program into a complete department and worked with all of the state's community colleges to create a single associate degree in teaching. …

Closing the gaps in Texas: The critical role of community colleges

AbstractThis chapter examines the role of community college governance in a P–16 environment. The discussion focuses on development of the initiative, opportunities, and challenges faced in Texas and other states that have P–16 or P–20 systems.

Preparing Latinos/as for a Flat World

Thomas Friedman's 2006 book, The World Is Flat: A Brief History of the Twenty-First Century, has caused both dialogue and controversy. This article explores implications of Friedman's ideas for the education of Latinos/as in American community colleges. A review of current literature addresses Hispanic demographics, workforce projections, the role of community colleges in workforce education, access and success issues, and strategies for serving Latinos/as effectively. Federal, state, and institutional policy changes are proposed.

Talk about New Rules! Exploring the Community College Role in Meeting the Educational needs of an Aging Community

Life courses have traditionally been seen as a linear progression from school to work to retirement. Now, as our population ages, a circular life course is emerging with education, work, and leisure intertwined. This article explores the “New Rules of Business” for a community college where residents age 55 + represent 34% of the population.

Arthur M. Cohen’s Publications

Arthur M. Cohen's publications over a 40-year period, many coauthored with Florence B. Brawer, reflect his continual efforts to describe American community college accurately. This Festschrift concludes with a bibliography of Professor Cohen's prominent works, including books, journal articles, and essays in edited volumes.To publish a manuscript, as Arthur Cohen tells his students, is to make it public. It is through publication that scholars make their insights available to scrutiny of others. This scrutiny, in turn, leads to correction of error and uncovers promising avenues for further investigation. A scholar's publication record represents his or her contribution to an ongoing public dialogue about world we live in.Professor Cohen's publications, many coauthored with Florence B. Brawer, have made substantial contributions to our understanding of community college education. All embody an attempt to depict community colleges accurately so that discussions about their further development might be based on a clear-eyed view of their curricula, instructional modes used in teaching, characteristics and experiences of students, administrative structures and revenue streams that support colleges' operations, and other important aspects of institution. Writing in 1980, Cohen characterized his work as criticism, which he defined as the art of accurate identification. He noted that thecritic of community colleges attempts to identify them accurately. What are they of themselves? Institutions of learning? Agents of social mobility? Participants in welfare system? Purveyors of dreams? Contributors to community development? He [the critic] compares them with other educational structures. What is their niche? What do they offer that is not provided by other schools? How do their operations differ?1Pursuing this constructive criticism for more than 40 years, Cohen has produced a body of literature that offers highly informed interpretations of what community colleges are and what they are capable of becoming. Most of these publications, which draw heavily on documents collected by ERIC Clearinghouse for Community Colleges and research conducted by Center for Study of Community Colleges, are noted below in two listings. The first includes citations to books that Cohen has authored or edited. Clearly, most notable of these books are four editions of The American Community College, coauthored with Florence Brawer. The second listing includes citations to journal articles or essays in edited volumes. Both listings organize citations chronologically, starting with most recent and working back through time.This is a selected bibliography, because it does not include Professor Cohen's conference papers or research reports he produced for Center for Study of Community Colleges. True to his insistence that scholarly products be available and open to public, all these papers and reports were entered into ERIC database and can be obtained at libraries with ERIC microfiche collections. What follows, though, represents most prominent of a prominent scholar's writings.[Footnote]Note1. Cohen, A. M. (1980). Dateline '79 revisited. In G. B. Vaughan (Ed.), Questioning community college role (New Directions for Community Colleges No. 32, pp. 33-42, at 33). San Francisco: Jossey-Bass.[Reference]Books and MonographsCohen, A. M., & Brawer, F. B. (2003). The American community college (4th ed.). San Francisco: Jossey-Bass.Cohen, A. M. (1998). The shaping of American higher education: Emergence and growth of contemporary system. San Francisco: Jossey-Bass.Cohen, A. M., & Brawer, F. B. (1996). The American community college (3rd ed.). San Francisco: Jossey-Bass.Cohen, A. M. (Ed.). (1994). Relating curriculum and transfer (New Directions for Community Colleges No. …

Documenting and Assessing the Role of Community Colleges in Developing Human Capital

The 21st century community college is an institution that espouses the values of open-access and high quality education. The literature is filled with research that documents the extent to which these institutions contribute to society and to human capital development. The purpose of this article is three-fold: First, to apply a human capital framework to the community college context; second, to describe efforts by several states to document and assess their community colleges' contributions to human capital development; and third, to raise research and policy issues related to improving assessment of that role. The article concludes by addressing future research and policy implications.

Leveling the Playing Field

Responding to Brighouse's comments, we discuss ways that institutions of higher education themselves can increase access for low-income students.We argue for the important role of community colleges and for bridge programs that colleges can establish with middle and high schools to ensure that students take the subjects necessary to prepare them for higher education. Responding to Strike's observations, we recapitulate our defense of affirmative action and discuss some of the emerging empirical literature that raises questions about affirmative action's consequences.

Developing and sustaining information assurance: the role of community colleges. Part 2

Facing high demand in both the public and private sectors for qualified information-security specialists, Arizona's Mesa Community College (MCC) and Connecticut's Norwalk Community College (NCC) were among the first to develop degree programs at the community-college level. This follow-up article examines the steps the two schools took in creating their programs